C.3.a. Core Competencies. All teachers of chemistry should be prepared to lead students to understand the unifying concepts required of all teachers of science, and should in addition be prepared to lead students to understand:
Fundamental structures of atoms and molecules
Basic principles of ionic, covalent, and metallic bonding
National Standards:
Context of Lesson:
This lesson will introduce the unit on Chemical Names and Formulas, where students will explore the concept of chemical bonding and electron transfer. They will be exposed to the concepts of molecular compounds (covalent bonding) and ionic compounds (ionic bonding) and how they differ. Students will learn what it means to say that an atom is ionic or has an ionic charge. In this lesson the criteria that classifies cations and anions will be presented and examples of how to name and write each will be gone over. By using the periodic table, students will learn to locate commonly occuring cations and anions and be able to relate them to metals and non-metals.
Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students should be familiar with the periodic table and other aspects of periodic law . They should also know what the stucture of an atom looks like and what subatomic particles are (protons, neutrons, electrons).
Assess students prior knowledge by asking them the following questions:
What does it mean when we say an atom is neutral? (it contains an equal number of protons and neutrons)
What would happen to the charge on an atom if an electron were removed or added? (The atom would have a positive or negative charge, respectivly)
What is the name for an atom that has a charge? (an ion)
What is the definition of a molecule? (a particle that contains more than one atom)
What is the difference between elements and compounds? (molecules of a compound contain atoms from more than one element)
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Periodic table
Smart board/white board/chalk board
20 Paper signs that say either "Proton" or "Electron" (There should be 10 of each)
Hand - out (section review questions for homework)
Objectives:
To distinguish between ionic and molecular compunds
To define cation and anion and relate them to metal and nonmetal
Instruction:
Opening:
At this time the necessary vocabulary that students will need to know for this section will be presented (definition of: molecule, molecular compounds, ions, cations, anions, and ionic compounds). The concept of an ion will be presented with examples of cations and anions that are formed as a result of electron transfer. Students will be quized verbally on their knowledge of what is being presented periodically throughout the instruction.
Engagement:
To reinforce the role of electron transfer in ion formation, students will act out the electron transfer between two atoms. Depending on how many students are in the class will determine what ionic compound you will be able to form. HF (Hydrogen Floride) can be formed using 20 students. Hand out the signs to students and ask one group of two students to form a hydrogen atom (1 proton, 1 electron) on one side of the room and have another group of 18 students form a florine atom on the other. Have the two groups move slowly towards one another until they are just about to collide. At this point have the students transfer one electron from the hydrogen atom to the florine atom. Then explain that the hydrogen atom has lost an electron, creating a plus one charge, and that the florine atom has gained an electron, creating a minus one charge. This engagement excersise can be revisited for the concept of ionic bonding and the octet rule.
Closure:
The purpose of the engagement activity (to help students visualize what is happening between two atoms durning electron transfer) will be gone over leaving ample time for questions. A brief summary of the notes/examples that were given prior to the electron transfer demonstration will occur before the end of class with about five or ten minutes set aside for questions.
Assessment:
Students will be asked to complete a section review for homework which consists of seven quesions pertaining to the section that has just been covered. The following class this assignment will be collected and gone over. If it is plain to see that the majority of the students are understanding the section it may be possible to move onto the next section. If students are struggling further examples following a breif quiz will be required.
Lesson Plan
Lesson Title: Introduciton to Chemical Bonding
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This lesson will introduce the unit on Chemical Names and Formulas, where students will explore the concept of chemical bonding and electron transfer. They will be exposed to the concepts of molecular compounds (covalent bonding) and ionic compounds (ionic bonding) and how they differ. Students will learn what it means to say that an atom is ionic or has an ionic charge. In this lesson the criteria that classifies cations and anions will be presented and examples of how to name and write each will be gone over. By using the periodic table, students will learn to locate commonly occuring cations and anions and be able to relate them to metals and non-metals.Opportunities to Learn:
Depth of Knowledge
Prerequisite Knowledge
Students should be familiar with the periodic table and other aspects of periodic law . They should also know what the stucture of an atom looks like and what subatomic particles are (protons, neutrons, electrons).Assess students prior knowledge by asking them the following questions:
Plans for Differentiating Instruction
Accommodations and modifications
Environmental factors
Materials
Objectives:
Instruction:
Opening:
At this time the necessary vocabulary that students will need to know for this section will be presented (definition of: molecule, molecular compounds, ions, cations, anions, and ionic compounds). The concept of an ion will be presented with examples of cations and anions that are formed as a result of electron transfer. Students will be quized verbally on their knowledge of what is being presented periodically throughout the instruction.Engagement:
To reinforce the role of electron transfer in ion formation, students will act out the electron transfer between two atoms. Depending on how many students are in the class will determine what ionic compound you will be able to form. HF (Hydrogen Floride) can be formed using 20 students. Hand out the signs to students and ask one group of two students to form a hydrogen atom (1 proton, 1 electron) on one side of the room and have another group of 18 students form a florine atom on the other. Have the two groups move slowly towards one another until they are just about to collide. At this point have the students transfer one electron from the hydrogen atom to the florine atom. Then explain that the hydrogen atom has lost an electron, creating a plus one charge, and that the florine atom has gained an electron, creating a minus one charge. This engagement excersise can be revisited for the concept of ionic bonding and the octet rule.Closure:
The purpose of the engagement activity (to help students visualize what is happening between two atoms durning electron transfer) will be gone over leaving ample time for questions. A brief summary of the notes/examples that were given prior to the electron transfer demonstration will occur before the end of class with about five or ten minutes set aside for questions.Assessment:
Students will be asked to complete a section review for homework which consists of seven quesions pertaining to the section that has just been covered. The following class this assignment will be collected and gone over. If it is plain to see that the majority of the students are understanding the section it may be possible to move onto the next section. If students are struggling further examples following a breif quiz will be required.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: